Collaborative Research: Expansive Meanings and Makings in ArtScience

合作研究：艺术科学的广泛意义和形成

• 批准号: 1348462
• 负责人: Megan Bang
• 金额: $ 67.68万
• 依托单位: University of Washington
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-10-01 至 2019-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1348462&HistoricalAwards=false
• 关键词: Collaborative; Research; Expansive; Meanings; Makings

AbstractExpansive Meanings and Makings in ArtScience will design and develop an innovative model of ArtScience learning for middle and high school age youth from communities underrepresented in STEM fields. ArtScience is an emerging movement emphasizing commonalities in thinking practices used by artists and scientists as they explore complex 21st century problems. Youth will engage in ArtScience inquiries in two scientific domains of significance to them and their communities: climate change and the human microbiome. The project investigates the hypothesis that an ArtScience approach will expand opportunities for historically underrepresented youth to develop meaningful understanding of core ideas related to Earth?s systems, ecosystems and microbiology as well as increased fluency with scientific and artistic practices related to the interpretation, production, and use of complex scientific visualizations. Design and research activities will be carried out collaboratively in informal and formal learning environments: in Seattle with a youth theatre company, Red Eagle Soaring, that serves primarily Native youth, and in Boston with a public high school, Boston Arts Academy, that serves youth from underrepresented communities. A multidisciplinary team of learning scientists, scientists, and artists will collaborate in the research, including: the Chèche Konnen Center at TERC, University of Washington, Broad Institute, and locally-based artists. In Seattle and Boston, youth will learn to interpret and investigate scientific visualizations from open access data exchanges. To help students connect with the larger, more complex visualizations, they will construct their own data on a smaller scale. Guided by participating scientists, artists and teachers, youth will learn to develop creative responses to the visualizations in ways that integrate scientific and artistic ideas, practices, materials, and concerns. This design-based research project will a) design and progressively refine an ArtScience model, b) document and analyze youths? engagement with ArtScience practices and their articulation with scientific practices, and c) assess growth in youths? conceptual understanding, fluency in use of scientific and artistic practices, and emerging identity relationships to science. A total of 100 youth will participate, 50 in each of two design cycles. Data sources will include videotapes of implementation sessions at each site, session log records, youth-generated artifacts, pre- and post-clinical interviews, and academic performance and attendance records. Data will be analyzed using interaction analysis, descriptive data analysis, discourse analysis, and life story and cognitive narratological approaches. Analyses will be coordinated across sites using shared, secure database and analysis software.This research will establish an empirical foundation in ArtScience learning that articulates with the new science frameworks and mobilizes the intellectual and creative potential of youth from communities historically underrepresented in STEM fields. Major outcomes will include an evidence-based model of ArtScience learning and evidence-based design principles that can guide adaptation of the model in formal and informal settings serving underrepresented youth. The model, design principles, assessment results, and examples of ArtScience inquiries will be shared widely through professional and community networks, locally, nationally and internationally. Through these efforts the project addresses both the STEM learning environments and broadening participation of the EHR Core program.

Artscience中的抽象表达含义和构成将为中学和高中时代的青年设计和开发一种创新的艺术学习模型。 Artscience是一种新兴的运动，强调了艺术家和科学家在探索21世纪复杂问题时使用的思维实践中的共同点。青年将在两个科学领域及其社区中进行艺术探究：气候变化和人类微生物组。该项目调查了以下假设：一种艺术方法将扩大历史上代表性不足的青年的机会，以发展对与地球系统，生态系统和微生物学有关的核心思想的有意义的理解，以及与与解释，生产和复杂科学的使用有关的科学和艺术实践的流畅性。设计和研究活动将在非正式和正式的学习环境中进行合作：在西雅图与一家青年剧院公司Red Eagle Soaring（主要是土著青年服务），并在波士顿与一所公立高中，波士顿艺术学院，该学院为来自人类不足社区的青年提供服务。一个学习科学家，科学家和艺术家的多学科团队将在研究中进行合作，包括：TERC的ChècheKonnen中心，华盛顿大学，布罗德学院和本地艺术家。在西雅图和波士顿，青年将学会解释和调查开放访问数据交换的科学可视化。为了帮助学生与较大，更复杂的可视化联系，他们将以较小的规模构建自己的数据。在参与的科学家，艺术家和老师的指导下，青年将学习以整合科学和艺术思想，实践，材料和关注的方式对可视化的创造性反应。这个基于设计的研究项目将a）设计并逐步完善艺术模型，b）记录并分析年轻人？参与艺术实践及其与科学实践的表达，以及c）评估年轻人的增长？概念理解，科学和艺术实践的使用以及与科学的新兴身份关系。共有100名青年将参加，两个设计周期中的每一个。数据源将包括每个站点上实施会话的录像带，会话日志记录，青年生成的工件，临床前和临床后的访谈以及学习成绩和出勤记录。将使用互动分析，描述性数据分析，话语分析以及生活故事和认知叙事学方法对数据进行分析。分析将使用共享的，安全的数据库和分析软件进行协调。这项研究将在艺术学学习中建立经验基础，该基础与新科学框架阐明，并动员了来自STEM领域中代表性不足的社区的年轻人的知识和创造力。重大结果将包括一个基于证据的艺术学习模型和基于证据的设计原则，该模型可以指导模型适应正式和非正式的环境，以服务于代表性不足的青年。模型，设计原理，评估结果以及艺术询问的示例将通过本地，国内和国际上的专业和社区网络广泛分享。通过这些努力，该项目既应对STEM学习环境，并扩大EHR核心计划的参与。